Chapter 1: Sentences Lesson Topic TE Pages Worktext Teacher’s Toolkit CD Materials to Gather Vocabulary Objectives 1 Sentences & Fragments 4–6 1–2 1 sentence compound sentence declarative sentence interrogative sentence imperative sentence exclamatory sentence complete subject simple subject compound subject complete predicate simple predicate compound predicate conjunction preposition object of the preposition prepositional phrase • Identify sentences and fragments • Correct fragments • Identify complete subjects and complete predicates, simple subjects and simple predicates • Identify nouns and pronouns • Identify and punctuate declarative, imperative, interrogative, and exclamatory sentences • Change from one sentence type to a different sentence type • Diagram the simple subject and simple predicate (action verb or linking verb) • Differentiate imperative and declarative sentences ending with a period • Distinguish between imperative and exclamatory sentences ending with an exclamation mark • Diagram imperative, declarative, and exclamatory sentences • Identify sentences with a compound subject or a compound predicate • Make a compound subject or a compound predicate by combining a pair of sentences using the conjunction and or or • Make a compound sentence by combining simple sentences and the conjunction and, but, or or • Diagram compound subjects, compound predicates, and compound sentences • Identify prepositions, objects of the preposition, and prepositional phrases in sentences 2 Types of Sentences 6–7 3–4 2 • Picture that displays a dilemma from your reader or a library book 3 Simple Subjects 8–9 5–6 3 4 Simple Predicates 10–11 7–8 4 5 Subject of Imperative Sentences 12–13 9–10 5 6 Compounds: Subjects, Predicates, & Sentences 14–15, S75–S77 11–12 6 7 Prepositions 16–17, S78 13–14 7 • Pennies 8 Object of the Preposition 18–19, S78 15–16 8 9 Prepositional Phrases 20–21, S78 17–18 9 • Several kernels of popcorn • Book, can, eraser 10 Chapter 1 Review 22–23 19–20 10–11 • Two cubes numbered 1– 6 for class game • Matzo bread for optional Food Connection Bridge: Growing Grain 21
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Chapter 1: Sentences Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
1 Sentences & Fragments
4–6 1–2 1 sentence
compound sentence
declarative sentence
interrogative sentence
imperative sentence
exclamatory sentence
complete subject
simple subject
compound subject
complete predicate
simple predicate
compound predicate
conjunction
preposition
object of the preposition
prepositional phrase
• Identify sentences and fragments
• Correct fragments
• Identify complete subjects and complete predicates, simple subjects and simple predicates
• Identify nouns and pronouns
• Identify and punctuate declarative, imperative, interrogative, and exclamatory sentences
• Change from one sentence type to a different sentence type
• Diagram the simple subject and simple predicate (action verb or linking verb)
• Differentiate imperative and declarative sentences ending with a period
• Distinguish between imperative and exclamatory sentences ending with an exclamation mark
• Diagram imperative, declarative, and exclamatory sentences
• Identify sentences with a compound subject or a compound predicate
• Make a compound subject or a compound predicate by combining a pair of sentences using the conjunction and or or
• Make a compound sentence by combining simple sentences and the conjunction and, but, or or
• Diagram compound subjects, compound predicates, and compound sentences
• Identify prepositions, objects of the preposition, and prepositional phrases in sentences
2 Types of Sentences 6–7 3–4 2 • Picture that displays a dilemma from your reader or a library book
3 Simple Subjects 8–9 5–6 3
4 Simple Predicates 10–11 7–8 4
5 Subject of Imperative Sentences
12–13 9–10 5
6 Compounds: Subjects, Predicates, & Sentences
14–15, S75–S77
11–12 6
7 Prepositions 16–17, S78
13–14 7 • Pennies
8 Object of the Preposition
18–19, S78
15–16 8
9 Prepositional Phrases
20–21, S78
17–18 9 • Several kernels of popcorn
• Book, can, eraser
10 Chapter 1 Review 22–23 19–20 10–11 • Two cubes numbered 1–6 for class game
• Matzo bread for optional Food Connection
Bridge: Growing Grain
21
Chapter 2: Writing a Compare-Contrast Essay Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
25 22
11 Paragraphs That Make Sense
28–29 23–24
12 Compare-Contrast Essays
30–31 25–26 • Football and baseball (or any two different types of balls)
13 Descriptive Words 32–33 27–28 14 Compare-Contrast
Essay: Planning 34–35,
S79 29–30
15 Compare-Contrast Essay: Drafting
36–37, S79
31–32
16 Compare-Contrast Essay: Revising
38–39 33–34
17 Compare-Contrast Essay: Proofreading
40–41 35–36
18 Compare-Contrast Essay: Publishing
42–43 • Poster board for each student (optional)
19 Chapter 2 Review 44–45, S80
37–38 12–13
20 Cumulative Review 46–47 39–40
paragraph
introduction
topic sentence
comparison
contrast
conclusion
comparing words
contrasting words
descriptive words
synonyms
antonyms
T-chart
Venn diagram
Writing Process
planning
drafting
revising
proofreading
publishing
• Identify the topic sentence of a paragraph • Recognize logical structure in paragraphs • Distinguish between comparing and contrasting • Identify sentences that do not belong in a paragraph • Insert comparing and contrasting words at appropriate places in an
essay • Identify the parts of a model essay • Plan, draft, revise, and proofread a compare-contrast essay together • Recognize the thesaurus as a source of descriptive words • Identify the stages of the Writing Process • Choose a topic for a compare-contrast essay • List details about two subjects • Organize details in a Venn diagram • Analyze the student model • Recall the purpose of each paragraph in a compare-contrast essay • Participate in a writing conference • Recognize errors using a Proofreading Checklist • Draft, revise, proofread, publish, and illustrate a compare-contrast
• Identify nouns that name a person, place, thing, idea, or feeling • Distinguish between common and proper nouns and singular and
plural nouns • Distinguish between nouns used as subjects and nouns used as
objects • Capitalize proper nouns and titles of poems, stories, and books • Identify words that become proper nouns based on their usage • Write and identify abbreviations for months, days, titles, times, metric
measurement units, and customary measurement units • Form plural nouns by adding s or es to singular nouns • Write plural forms for nouns ending in y, o, f, or fe • Identify correct spellings of plural nouns • Identify nouns that form their plurals by changing their spellings and
those that do not change their spellings • Identify singular possessive nouns and plural possessive nouns • Write possessive forms of plural nouns • Use commas correctly in parts of a letter and in sentences with a
series, an appositive, an introductory word, or a long introductory phrase; in dialogue; in direct address; and in a compound sentence
Chapter 4: Writing a Persuasive Business Letter Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
71 62
31 Persuasive Writing 74–75 63–64 32 Dishonest Tactics 76–77 65–66 • Several magazine or
newspaper advertisements that include text
33 Parts of a Business Letter
78–79 67–68 • Business letters you have received or a copy of one you have sent
34 Persuasive Business Letter: Planning
80–81 69–70 • Local telephone directory • Advertisements or
brochures containing addresses
35 Persuasive Business Letter: Drafting
82–83 71
36 Persuasive Business Letter: Revising
84–85 72–73
37 Persuasive Business Letter: Proofreading
86–87, S84
74–75
38 Persuasive Business Letter: Publishing
88–89 76 • Stamped business envelope for each student
39 Chapter 4 Review 90–91,
S85 77–78 24–25 • Ten 3" X 5" note cards
40 Cumulative Review 92–93 79–80
persuade
tactics
opinion
reason
facts and examples
precise wording
polite tone
plain facts
proper form
heading
inside address
greeting
body
closing
signature
purpose
audience
mailing address
return address
Writing Process
planning
drafting
revising
proofreading
publishing
• Identify persuasion • Distinguish strong reasons from weak reasons • Identify supporting facts and examples for reasons • Write reasons to support opinions • Recognize dishonest tactics in persuasion • Identify types of dishonest tactics • Rewrite dishonest persuasion to be honest • Identify four features of good business letters • Learn the six parts of a business letter • Recognize the proper form for a business letter • Identify changes that need to be made in a business letter • Choose a purpose for a persuasive business letter • Find the address of the recipient of the business letter • Plan, draft, revise, proofread, and publish a persuasive business
letter • Learn the correct method of writing business addresses • Recall the four Ps of good business letters • Participate in a writing conference • Identify mistakes in business letter form • Recognize errors using a checklist • Address an envelope correctly
• Distinguish action verbs from linking verbs • Identify sensory verbs and forms of be used as linking verbs • Identify the predicate noun or predicate adjective to which the
subject is linked by the verb • Identify prepositional phrases • Label sentence patterns: S LV PA and S LV PN • Define and identify direct objects • Label sentence patterns with action verbs and direct objects • Diagram sentences and label sentence patterns: S V, S V DO, S
LV PN, S LV PA • Distinguish main verbs from helping verbs • Identify the form of the helping verb that agrees with the subject • Use am, is, are, was, were, do, does, did, have,
has, or had with singular and plural subjects in sentences • Identify words that come between helping verbs and main verbs • Form contractions using pronouns and verbs • Form contractions using verbs and the word not • Correct double negatives in writing and in speech • Recognize and use the correct forms of lie, lay, sit, set,
rise, raise, teach, learn, let, leave, can, and may in writing and in speech
• Recall the function of a thesaurus • Recognize the importance of a thesaurus in poetry writing • Use the thesaurus to find interesting, unusual, and appropriate
words • Recall the meaning of antonyms • Identify characteristics of a diamante • Draft a diamante together • Choose two nouns to contrast in a diamante • Plan, draft, revise, proofread, and publish a diamante • Identify characteristics of sense poems • Draft a sense poem together • Choose a topic for a sense poem • Plan a sense poem using a word web • Draft, revise, proofread, and publish a sense poem
152–53 127–28 43 • World atlas, almanac, and textbooks
67 Periodicals 154–55, S91
129–30 44 • Magazines and newspapers
68 Taking Notes from an Article
156–57 131–32 45
69 Chapter 7 Review 158–59, S92
133–34 46–47 • Soft or spongy ball (optional)
• Large map (optional) • Items for optional Bible
Connection 70 Cumulative Review 160–61 135–36
Bridge: Sightseeing in Alexandria, Egypt
162 137
title page
copyright page
index
table of contents
glossary
bibliography
electronic card catalog
nonfiction
fiction
call number
biography
dictionary
guide words
entry word
etymology
encyclopedia
volume
keyword
atlas
key/legend
map scale
almanac
periodical
• Locate the title page, copyright page, table of contents, index, glossary, and bibliography in a book
• Identify the title, author, publisher, location of the publisher, and copyright date of a book
• Use a table of contents and index to find information • Differentiate fiction, nonfiction, reference materials, and biographies • Determine where to search the library for specific information • Determine when to search by author, title, and subject • Identify guide words, entry words, pronunciation guide, and
etymology on a dictionary page • Use guide words to determine the location of words in a dictionary
and articles in an encyclopedia • Use a dictionary page for information about definitions, spelling, and
pronunciation • Determine the meaning of a word by comparing the context of the
sentence with definitions in the dictionary • Write sample sentences to go with definitions • Identify keywords and volume numbers • Use an atlas, an almanac, a textbook, an encyclopedia, and an
index for information • Identify specific information in the Readers’ Guide to Periodical
Literature • Determine the title, author, and location of the periodical’s publisher • Take notes from an article
Chapter 8: Writing a Personal Narrative Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
163 138
71 Revising Run-on Sentences
166–67 139–40
72 A Personal Narrative 168–69 141–42 73 Good Openings &
Closings 170–71 143–44
74 Personal Narrative: Planning
172–73 145–46
75 Personal Narrative: Drafting
174–75
76 Personal Narrative: Revising
176–77 147–48
77 Personal Narrative: Proofreading
178–79 149–50
78 Personal Narrative: Publishing
180–81 • Book published in diary format
• Materials and supplies for a classroom scrapbook
• Each student’s photographs that illustrate his personal narrative (optional)
79 Chapter 8 Review 182–83, S93
151–52 48–49 • Excerpt from a sermon (recorded or in print) in which the preacher tells a story about himself to illustrate a point (optional)
80 Cumulative Review 184–85 153–54
run-on sentence
joining word
narrative writing
personal narrative
first-person point of view
description
paragraph
Writing Process
planning
drafting
revising
proofreading
publishing
• Identify run-on sentences • Learn two methods of revising run-on sentences • Rewrite run-on sentences correctly • Define personal narrative • Identify first-person point of view • List possible topics for a personal narrative • Identify three good ways to begin a personal narrative • Learn how to close a personal narrative • Write openings and closings for imaginary personal narratives • Choose a topic for a personal narrative • Plan events and details to include in a personal narrative • Plan an opening and a closing for a personal narrative • Use time-order words to make the order of events clear • Include dialogue and description in the narrative • Participate in a writing conference • Recall ways to correct sentence errors • Recognize errors using a Proofreading Checklist • Draft, revise, proofread, and publish a personal narrative
• Identify singular and plural pronouns • Replace singular nouns with singular pronouns and plural nouns or
more than one noun or pronoun with plural pronouns • Differentiate singular and plural subject pronouns and singular and
plural object pronouns • Replace a subject of a sentence with a subject pronoun • Write sentences with subject pronouns and object pronouns • Identify subject pronouns and object pronouns • Determine whether an object pronoun is a direct object or the object
of a preposition • Replace subjects with subject pronouns and objects with object
pronouns • Identify compound subjects and objects • Combine sentences to form compound subjects or direct objects • Identify pronouns and their antecedents • Write pronouns that rename antecedents • Identify possessive nouns as singular or plural • Use possessive pronouns in sentences • Identify reflexive pronouns and the subjects they rename • Differentiate reflexive pronouns used as direct objects and reflexive
pronouns used as objects of a preposition • Use homophones correctly in sentences
• Express opinions clearly • Identify reasons for an opinion • Place transitional words and phrases in an opinion paragraph • Distinguish between positive and negative opinions • Evaluate a book • List both positive and negative aspects of a book • Formulate an overall opinion of a book • Recognize the structure of the book review • Plan a book review using a planning chart • Identify characteristics of good beginnings and endings • Draft, revise, proofread, and orally publish a book review • Use a thesaurus to find more interesting or exact words • Participate in a writing conference • Recall the correct way to write book titles • Recognize errors using a Proofreading Checklist • Prepare a “book bag” for the oral publishing stage • Identify and practice good speaking and listening skills • Use visual aids effectively
• Differentiate present-, past-, and future-tense verbs • Identify sentence patterns: S V, S V DO, S LV PA, and S LV
PN • Diagram sentences • Use the present-tense verb form that agrees with the subject in a
sentence • Determine when to add s or es to a present-tense verb, including
when to change y to i and add es • Use the correct present-tense verb form for compound subjects
joined by or, either/or, or neither/nor • Write past-tense verbs by adding ed • Determine when to change y to i before adding ed • Determine when to double the final consonant before adding ed • Identify and write present-, past-, and future-tense verbs • Identify past-participle verb forms • Determine whether a helping verb agrees with the subject of a
sentence • Use the correct forms of the verbs catch, come, do, eat,
fall, find, go, ride, run, say, see, take, think, wear, and write
• Use the correct form for the irregular verbs begin, blow, break, choose, fly, freeze, grow, know, ring, sing, speak, steal, swim, and tear
• Identify a perfect-tense verb • Determine whether a perfect-tense verb is written in the present,
past, or future tense • Identify prefixes and suffixes and their meanings
• Identify the content of a research report • Evaluate a student model of a research report • Identify steps in writing a research report • Choose a topic for a research report • Analyze notes taken from an encyclopedia • Identify notes that do not belong under specific note card headings • Prepare note cards for research • Take notes from nonfiction sources • Analyze a student model of transferring notes to an outline • Recognize the levels of an outline • Write an outline using details from note cards • Analyze the student model excerpt from a first draft • Draft, revise, proofread, and publish a research report • Analyze a revised draft • Recognize ways to combine sentences for variety • Recognize errors using the Proofreading Checklist • Identify the purpose of a bibliography • Identify the format for recording books, encyclopedias, dictionaries,
articles, and online sources in a bibliography • Write a bibliography using source information
• Define adjectives • Identify adjectives and the nouns or pronouns they describe • Identify articles, demonstratives, and proper adjectives as adjectives • Diagram adjectives and adverbs in sentences • Distinguish between adverbs and adjectives and the words they
describe • Identify the negative adverbs not, never, nowhere, and
rarely • Identify adverbs that describe verbs, adjectives, and other adverbs • Use the correct form of adjectives and adverbs (er, est) to
compare • Use the correct form of adjectives and adverbs (more, most,
less, and least) to compare • Identify good as an adjective and well as an adverb • Use the correct comparison forms for the adjectives good,
better, best, and bad, worse, worst • Use the correct comparison forms for the adverbs well, better,
best, and badly, worse, worst • Identify the conjunctions and, but, and or • Identify the words or groups of words that conjunctions join • Recognize that commas are used with conjunctions in a series and
Chapter 14: Writing Imaginative Instructions Lesson Topic TE Pages Worktext
Teacher’s Toolkit
CD Materials to Gather Vocabulary Objectives
Bridge: Linking Literature to Writing
301 252
131 Using Precise Words 304–5 253–54 132 Imaginative Instructions 306–7 255–56 133 Time-Order & Spatial
Words 308–9 257–58
134 Imaginative Instructions: Planning
310–11 259–60
135 Imaginative Instructions: Drafting
312–13
136 Imaginative Instructions: Revising
314–15 261–62
137 Imaginative Instructions: Proofreading
316–17 263–64
138 Imaginative Instructions: Publishing
318–19 • Copy of Emily Dickinson’s poem “To Make a Prairie”
• Materials for the publishing method of your choice
139 Chapter 14 Review 320–21, S104
265–66 84–85
140 Cumulative Review 322–23 267–68
precise words
time-order words
spatial words
Writing Process
planning
drafting
revising
proofreading
publishing
• Recognize the difference between precise and imprecise wording in instructions
• Find precise words using a thesaurus • Replace imprecise words with precise words • Add details to make a sentence more precise • Understand the role of imagination in creativity • Analyze a student model of instructions • Use imagination in answering questions designed to lead to a topic • Recognize the effectiveness of time-order and spatial words in
instructions • Choose appropriate time-order and spatial words to clarify instructions • Choose an imaginative topic to explain • Complete a time-order chart to plan instructions • Recall the structure of paragraphs that give instructions • Draft, revise, proofread, and publish imaginative instructions • Participate in a writing conference • Recognize errors using a Proofreading Checklist
• Determine when to use between and among • Identify prepositions, objects of prepositions, and prepositional
phrases in sentences • Use a comma after a dependent clause at the beginning of a
complex sentence • Place commas after the greeting and the closing in letters, between
the city and state, and between the day and year • Use commas correctly with quotation marks that show dialogue, with
direct address, and before a coordinating conjunction in a compound sentence
• Use commas correctly in sentences with a series of words, an appositive, an introductory word, or a long introductory phrase
• Identify the subject and verb in a sentence with prepositional phrases at the beginning, in the middle, or at the end of a sentence
• Expand sentences by adding prepositional phrases or adverbs • Replace the object of the preposition with an object pronoun • Differentiate a word used as a preposition and the same word used as an adverb • Identify subordinating conjunctions • Identify dependent and independent clauses • Differentiate simple, compound, and complex sentences • Combine simple sentences to form compound and complex
his play (optional 159 Chapter 16 Review 370–71 307–8 96–97 160 Cumulative Review 372–73 309–10
plot
setting
characters
cast list
problem
solution
script
adaptation
dramatization
cast
scene description
props
stage directions
character web
offstage
scenes
Writing Process
planning
drafting
revising
proofreading
publishing
• Recognize the dramatic impact of a play • Recognize differences between a play and a short story • Consider fables or folktales to dramatize • Identify features of a play • Analyze a student model of a play • Choose a fable or folktale to dramatize • Plan one or two settings for a play • Develop the characters for a play using a character web • Identify the parts of a play’s plot • Analyze a map of the action in a student play • Map the action in a play • Develop further the plans prepared in the planning stage • Divide the fable or folktale into scenes • Plan a scene description, action, and dialogue to include in each scene
of the play • Participate in a writing conference • Draft, revise, proofread, and publish a pla